The effects of peer review on young learners' writing at İhsan Doğramacı foundation Bilkent Primary School

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2005
Kutluk, Ebru
This study aimed at investigating the effects of peer review on young learners' writing, the students' attitude towards peer review and to see how close student grading is to teacher grading. The main purpose of the study was to determine if the students who received peer review on their writing and peer checked themselves would score better on a writing test as compared to those who did not but did self-checking only. For this purpose, 25 primary students (in the fourth grade) at Ihsan Dogramaci Foundation Bilkent Primary School participated in the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and post-test results provided the quantitative along with the student and teacher grading. The qualitative data came from the questionnaire distributed at the end of the study. The analysis of the quantitative data indicated that the students who received peer review on their writing and peer checked themselves did not score significantly different from the students who did not receive such a training. Significant difference was found however between the students' grading and the teacher's. The analysis of the questionnaire data showed that the students enjoyed checking and grading their peer's paper and learning their own mistakes during the process.

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Citation Formats
E. Kutluk, “The effects of peer review on young learners’ writing at İhsan Doğramacı foundation Bilkent Primary School,” M.S. - Master of Science, Middle East Technical University, 2005.